Why trace data fail to inform learning outcomes

Schumacher, Clara ; Ifenthaler, Dirk

Document Type: Conference presentation
Year of publication: 2019
Conference title: 2019 AECT International Convention
Location of the conference venue: Las Vegas, NV
Date of the conference: 21.-25.10.2019
Publication language: English
Institution: Business School > Wirtschaftspädagogik V (Ifenthaler 2015-)
Subject: 370 Education
Abstract: To be successful in higher education students need to self-regulate their learning processes. As students often possess the required strategies but do not use them, prompts are considered to be helpful to motivate students applying strategies. This quasi-experimental study examines the impact of prompting self-regulated learning strategies on a transfer test including learning behavior indicated by trace data. Findings indicate that mainly study-related characteristics are predicting learning outcome, and that trace data are only limitedly capable of informing learning outcome in small data sets. Future research should further investigate the capacities of learning analytics for predicting learning outcome and supporting learning processes using experimental settings with larger cohorts. In addition, the role of the tutor as mediator between learning analytics results and provided interventions need to be investigated.

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BASE: Schumacher, Clara ; Ifenthaler, Dirk

Google Scholar: Schumacher, Clara ; Ifenthaler, Dirk

ORCID: Schumacher, Clara ORCID: 0000-0001-9213-4257 ; Ifenthaler, Dirk

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